Green J .Mwakatika

STELLA MARIS MTWARA UNIVERSITY
COLLEGE
(A Constituent College of St. Augustine University of Tanzania)
FACULTY OF EDUCATION
Investigation on the reasons for the failure of English speaking policy to students in
Tanzania secondary schools, case study was Mtwara Municipality
A Case Study at Mtwara Mikindani-Municipality
A Research Report Submitted to the Faculty of Education as a Partial Fulfillment for the
Requirements of an Award of Bachelor Degree in Philosophy with Education
Green J. Mwakatika
2022
i
COPYRIGHT
All rights reserved. No party of this Research Report may be reproduced, stored in retrieval
system or transmitted in any form or by any means, electronic, photocopying, mechanical or
otherwise without the prior written permission of the author of that of Stella Maris Mtwara
University College (STEMMUCO)
ii
DECLARATION BY THE STUDENT
This research Report is my original work and has not been presented to any other examination
body. No part of this research report should be reproduced without my consent or that of Stella
Maris Mtwara University College.
Name: GREEN J.MWAKATIKA
Sign:…………………………
Date:………………………..
DECLARATION BY THE SUPERVISOR
This Research Report has been submitted for examination with my approval in Stella Maris
Mtwara University College.
Name: MR. MASANJA T.
(Supervisor)
Sign:…………………………………
Date: ………………………………..
iii
ACKNOWLEGDEMENTS
I am greatly indebted to a number of people who have assisted me in the preparation of this
Research Report. I would like to express my gratitude and thanks to all of them, however due to
constraints of time and space, the completion of this research Report.
My gratitude goes to almighty God for creating me a human being. I thank god for allowing me
to be one of the wonderful special, gracious creation and health during all the time when I was
conducting this research Report. Also my profound gratitude go to my supervisor MR. Masfor
being so friendly and approachable, thanks for valuable recommendations, guidance and advise
you provided to me during my research report time despite that you were tightly with the
university schedule
Lastly my appreciation goes to the entire staff member of faculty of education of Stellar Maris
Mtwara University College for their assistant either directly or indirectly.
iv
ABSTRACT
This research report concerned with the assessment on the failure of English speaking policy to
students in Tanzania secondary schools in Mtwara Mikindani Municipality as the case study. The
objectives aimed to find out the causes of the failure of English speaking policy in secondary
schools, to identify the effects of failure of English speaking policy secondary schools and to
suggest out possible ways to overcome the failure of English speaking policy in secondary
schools. The targeted samples of this study were teachers, students and educational officer. The
researcher used research methodology so as to get accurate data from the field area. Data
collection techniques involved were; interview and questionnaire. In order to collect data, the
researcher organized the data into tables, and the calculations were done to find out the
percentage, frequency and analyze the data obtained from the field. The research data were
analyzed through the use of qualitative for explanations and quantitative research for
calculations. Therefore the findings from the study were as follows; first objective of the study
required a researcher to assess the causes of the failure of English speaking policy in secondary
schools which are; poor foundation of English speaking from primary level and low motivation
to English teachers. Second objective required a researcher to assess the effects of failure of
English speaking policy to students such as miscommunication between teachers and students.
The third objective aimed at investigating the solutions such as intensive training of English
teachers, provide motivation to English teachers and students and establish English speaking
competition programs. Therefore it is recommended that the government should train English
teachers who are competent in order to produce students who have good foundation of English
language in secondary school and the government should ensure enough availability of learning
and teaching materials.
v
Table of Contents
COPYRIGHT...............................................................................................................................................i
DECLARATION BY THE STUDENT.......................................................................................................ii
ACKNOWLEGDEMENTS........................................................................................................................iii
ABSTRACT...............................................................................................................................................iv
CHAPTER ONE..........................................................................................................................................1
1.1 Introduction...........................................................................................................................................1
1.2 Background of the Study.......................................................................................................................1
1.3 Statement of the Study...........................................................................................................................5
1.4 Objectives of the Study..........................................................................................................................6
1.4.1 General Objective of the Study...........................................................................................................6
1.4.2 Specific Objectives of the Study.........................................................................................................6
1.5 Research Questions...............................................................................................................................6
1.6 Significances of the Study.....................................................................................................................6
1.7 Scope of the Study.................................................................................................................................7
1.8 Limitation of the Study..........................................................................................................................7
1.9 Definition of Key Terms........................................................................................................................7
1.10 Conceptual Framework........................................................................................................................8
CHAPTER TWO.........................................................................................................................................9
LITERATURE REVIEW............................................................................................................................9
2.1 Introduction...........................................................................................................................................9
2.2 Theoretical Literature............................................................................................................................9
2.3 Empirical Literature.............................................................................................................................10
2.4 Literature Review................................................................................................................................11
2.5 Gap of Knowledge...............................................................................................................................14
CHAPTER THREE...................................................................................................................................15
RESEARCH METHODOLOGY..............................................................................................................15
3.1 Introduction.........................................................................................................................................15
3.2 Research Approach..............................................................................................................................15
3.3 Research Design..................................................................................................................................15
3.4 Area of Study.......................................................................................................................................16
3.5 Sampling Techniques..........................................................................................................................16
vi
3.5.1 Simple Random Sampling................................................................................................................16
3.5.2 Purposive Sampling..........................................................................................................................16
3.6 Sample Size.........................................................................................................................................17
Table 1: Sample Size of the Respondents..................................................................................................17
3.7 Data Collection Techniques.................................................................................................................17
3.7.1 Interview...........................................................................................................................................18
3.7.2 Questionnaire....................................................................................................................................18
3.8 Data Analysis and Presentation...........................................................................................................18
CHAPTER FOUR.....................................................................................................................................19
DATA ANALYSIS, PRESENTATION AND INTERPRETATION........................................................19
4.1 Introduction.........................................................................................................................................19
4.1 Background Information of Respondents............................................................................................20
4.1.1 The Age of the Respondents.............................................................................................................20
4.1.2 The Age of Teachers.........................................................................................................................20
Table 2: The Age of Teachers...................................................................................................................20
4.1.3 The Age of the Students...................................................................................................................21
Table 3 The Age of Students.....................................................................................................................21
4.1.4 The Age of the Regional Educational Officer...................................................................................22
4.2 Sex of Respondents.............................................................................................................................22
4.2.1 Sex of Students.................................................................................................................................22
Table 4: Sex of Students............................................................................................................................22
4.2.2 Sex of Teachers................................................................................................................................23
Table 5: Sex of Teachers...........................................................................................................................23
4.2.3 Sex of Regional Educational.............................................................................................................23
4.3. Education Level of Respondents........................................................................................................23
4.3.1 Education Level of Teachers............................................................................................................24
Table 6: Educational Level of Teachers....................................................................................................24
4.3.2 Education Level of Students.............................................................................................................24
Table 7: Forms of Educational Level of Students......................................................................................25
4.3.3 Regional Educational Officer Educational Level..............................................................................25
4.4 The Causes on Failure of English Speaking Policy to Students in Tanzania Secondary School..........25
4.4.1 Poor Foundation of English Speaking from Primary School............................................................26
vii
Table 8: Poor Foundation of English Speaking from Primary School.......................................................26
Table 9: Negative Aptitude for Students towards English Speaking Language.........................................27
Table 10: Lack of Teaching and Learning Aids.........................................................................................28
Table 11: Poor Implementation of English Speaking Policy.....................................................................29
Table 12: Low Motivation to Students and English Teachers....................................................................30
Table 13: Incompetence of some English Teachers...................................................................................31
4.4.7 Poor Cooperation among the Staff Members....................................................................................32
Table 14: Poor Cooperation among the Staff Members.............................................................................32
4.5 The Effects of Failure of English Speaking Policy in Tanzania Secondary Schools............................33
Table 15: The Medium of Instruction and Communication become both Kiswahili and English..............33
Table 16: Miscommunication between Teachers and Students..................................................................34
Table 17: Poor Academic Performance.....................................................................................................35
Table 18: Failure to Express Oneself.........................................................................................................36
Table 18: Lack of English Vocabularies....................................................................................................37
4.6 The Solutions on the Failure of English Speaking Policy to the Students in Secondary Schools.........38
Table 19: The Teachers should Establish English Speaking Competition Programs.................................38
Table 20: The Inaction and Implementation of the Strictly Laws on English Speaking Policy.................39
Table 21: Intensive Training of English Teachers.....................................................................................40
Table 22: Provision of Motivation to the Students and English Teachers..................................................41
Table 23: The Teachers should be the Role Model of English Speakers..................................................42
CHAPTER FIVE.......................................................................................................................................44
SUMMARY, CONCLUSION AND RECOMMENDATIONS.................................................................44
5.1 Introduction.........................................................................................................................................44
5.2 Summary of the Study.........................................................................................................................44
5.3 Conclusion of the Study.......................................................................................................................45
5.4 Recommendation for further studies....................................................................................................46
5.5 Suggestions for Further Studies...........................................................................................................47
REFERENCES..........................................................................................................................................48
APPENDICES...........................................................................................................................................50
APPENDIX 1: Research Time Schedule...................................................................................................50
APPENDIX II: Research Budget Schedule...............................................................................................51
APPENDEX 3...........................................................................................................................................52
viii
QUESTIONNAIRE FOR STUDENTS.....................................................................................................52
APPENDEX 4...........................................................................................................................................53
QUESTIONNAIRE FOR TEACHERS.....................................................................................................53
APPENDEX 5...........................................................................................................................................54
INTERVIEW FOR EDUCATION OFFICER...........................................................................................54
ix
CHAPTER ONE
1.1 Introduction
This chapter dealt with the background of the study, statement of the study, significance of the
study, objective of the study, research questions, limitation of the study, scope of the study,
conceptual frame work and definition of the key terms
1.2 Background of the Study
Tanzania is considered as an example of a country that has a sound linguistic policy, with the
elevation of an African language, Swahili, to a national and official language. This has been
achieved despite the existence of about 157 other local languages. Missionaries and successive
Germans and British colonial administrators laid the foundation for the use of the Swahili as the
official language and LOI (Whitely, 1969). Since independence in 1961, both English and
Swahili have remained the official language and LOI in primary education and English is that in
secondary and post secondary education (United Republic of Tanzania 1995). There is strong
cultural, historical and nationalistic support of the use of Swahili as LOI. However English is
increasingly used as a language of instruction in pre-primary school and private primary schools.
This research argues that there are contradiction between policies and implementation regarding
LOI in primary education that the government needs to resolve.
During the 19th century, Christian missionaries introduced the first western type school in what
was to be Tanganyika. The church mission society (CMC) established an educational centre at
Mpwapwa in1876. Thereafter, various denominations built other schools, but adopted various
LOI. The united mission of central Africa (UMCA), CMS and Holy Ghost Fathers used Swahili
1
but others such as the white farther and London mission society (LMS), used vernaculars
(Gottneid, 1976).
German did not encourage the teaching of their language in Tanganyika. Consequently few
schools were permitted to teach German instead the colonial administration (1887-1918)
encouraged the use of Kiswahili as official language in local administration (Gottneid, 1976) and
adopted is as the LOI in primary education (Whiteley, 1969).
From 1919 to 1961, the British colonial administration maintained Swahili as the LOI in the first
four years of primary school education for the Africans. At a gradual transition to English-
medium instruction took place in the fifth years, and the English become the sole LOI from the
six three years through secondary and post secondary level. Swahili remained as a compulsory
subject in primary education and in the first four years of secondary education.
In the five year plan of Tanzania (1969-74) was continued to use English as a medium at
secondary and tertiary levels of education was deemed unsatisfactory. The move to Kiswahili as
the medium of instruction in primary schools was thought to be only part of a larger plan to
implement the use of Kiswahili as the medium of instruction throughout the education system. In
1969 the Ministry of National Education sent a circular to all Headmasters and Headmistresses
of all secondary schools outlining the plan for the gradual introduction of Kiswahili as the
medium of instruction. According to Bhaiji (1976) secondary school teachers also fevered a shift
to Kiswahili as a medium of instruction. The ministry’s circular suggested that political
education “siasa” should be taught in Kiswahili from the school-year 1969/1970, domestic
science from the school-year 1970/1971, History, Geography, Biology, Agriculture and
Mathematics from 1971/1972(Bhaiji, 1976:112). Bhaiji 1976 argues that at this time curriculum
2
developers had already started to translate and compile all the technical and scientific terms of
school subjects. Some schools had already received a booklet on Mathematical terms in
Kiswahili. Palome (1979) claims that the initial plan was for Kiswahili to become a medium of
instruction in all subjects in form one and two by 1973. The teaching of political education-siasa-
through the medium of Kiswahili was introduced, but then the reform stopped. A study
commissioned by the national Kiswahili council showed that secondary school students had great
difficulties learning the subjects taught in school because the medium of instruction-English-
represented a great barrier (Matteru and Mlama, 1978). The study argued for the shift into
Kiswahili both at secondary and tertiary levels of education.
At the end 1980 the President of Tanzania Mwalimu Nyerere, appointed a presidential
commission on education to review the entire education system. He made Mr. J. Makweta the
chair of the commission. The Makweta-commision presented its report to the president in
February 1982. The recommendations on the medium of instruction more than refueled the
expectations by actual setting a date for a change from English to Kiswahili. In January 1985 the
first year of secondary school. I.e. Form one was to start using Kiswahili and in 1991 the
university was going to starting through the medium of Kiswahili. However, this
recommendation was deleted from the official report published in 1984 (Rubagumya, 1991).
In the years 1969 to 1983 Tanzania educators where waiting and preparing for the shift to
Kiswahili as the medium of instruction in secondary and later also university education, but in
1983 “The Government quite unexpectedly south to turn the tide” (Lwaitama and Rugemalira,
1988:2). In August 1983 the minister of education Mr. Makweta was quoted in the press
(UHURU, 1983) as saying that the expected change of medium was not going to take place. This
must have been a statement that was difficult for Education Minister Makweta to make. He had
3
himself chaired the commission, which had suggested the change of the medium of instruction in
secondary school and tertiary education from English to Kiswahili.
The official language in education policy that is currently being followed in Tanzania is the one
led down in Education and Training Policy (MoE, 1995) which states;
 The medium of instruction in pre-primary schools shall be Kiswahili, and English shall
be a compulsory subject (:35).
 The medium of instruction in primary schools shall be Kiswahili and English shall be
compulsory subject (:39)
Also the language of instructions that is being followed in Tanzania has made by the United
Republic of Tanzania (1995&1997) which states:
 English shall be a compulsory subject in pre primary and secondary education levels and
shall be encouraged in high education. In addition the teaching of English shall be
strengthened (URT, 1997:2).
 A special program to enable the use of Swahili as a medium of instruction in education
and training at all levels shall be designed and implemented (URT, 1997:3).
Several contradictions between language policy and actual implementation of LoI are evident
from the preceding paragraphs. First while government statements maintain that Swahili is the
LoI of primary education, English has been legalized as the LoI in private primary schools
although the majority of students in English-medium schools are Tanzanians. Secondly, the
Ministry of Education and Vocational Training offers an English version of the primary school
syllabus for use in English-medium schools. During a survey of 28 private English-medium
primary schools, Mbise and Masoud (1999) found that 18 used the English version of the
4
syllabus, either alone or in combination with other syllabi. Government primary schools use the
Swahili version of the syllabus. Thirdly, since 2000, the government also administers the English
version of the National Primary School Leaving Examination in English-medium schools,
unlikely in the past when the examination was only provided in Swahili. Also in government
documents states: the medium of instruction in primary schools shall be Swahili, and English
shall be a compulsory subject (URT, 1995:39), however the government had already legalized
English as LoI in private primary schools in 1992. Although a presidential commission
recommended the use of Swahili as LoI at all levels of education (URT, 1984), but in reality the
government has not adopted this recommendation and has not therefore been implemented.
Swahili has remained the major LoI of primary education while English is also increasingly used
as LoI, mainly in private primary schools.
1.3 Statement of the Study
Tanzania has made various ways so as every student has a competence and performance skills of
speaking English in secondary schools. Such ways are like; the medium of instruction in
secondary school shall continue to be English except for the teaching of other approved
languages and Kiswahili shall be a compulsory subject up to ordinary level (MoE, 1995). Also
English shall be a compulsory subject in preprimary, primary and secondary education levels and
shall be encouraged in high education (URT, 1997). Despite of different efforts made by
government many students still unable to use English as a medium of instruction at school.
Therefore the aim of this study will be to investigate on the failure of English speaking policy to
students in Tanzania Secondary schools Mtwara Municipality specifically.
5
1.4 Objectives of the Study
1.4.1 General Objective of the Study
The main objective of the study was to investigate on the failure of English speaking policy to
students in Tanzania secondary schools.
1.4.2 Specific Objectives of the Study
i. To find out the causes of the failure of English speaking policy in secondary schools
ii. To identify the effects of failure of English speaking policy secondary schools
iii. To suggest out possible ways to overcome the failure of English speaking policy in
secondary schools
1.5 Research Questions
i. What are the causes of failure of English speaking policy in secondary schools?
ii. What are the effects of failure of English speaking policy in secondary school?
iii. What are the possible ways to overcome the failure of English speaking policy in
secondary schools?
1.6 Significances of the Study
i. The study stated the reasons as to why there is failure in English speaking policy in
secondary schools
ii. The research enabled other researchers to explore more about the effects that face
students on English speaking policy in secondary schools.
iii. The study was useful in suggesting measures to be taken to overcome the failure of
English speaking policy in secondary schools
6
1.7 Scope of the Study
The study was conducted in Mtwara Mikindani Municipality as a case study. Therefore the study
dealt on the failure of English speaking policy from January 2015 to February 2016 in which all
process of data collection, data analysis and report writing, report submission and report
presentation was accomplished by involving four secondary schools which were Rahaleo.
Mtwara Sisters, Shangani and Umoja Secondary Schools.
1.8 Limitation of the Study
The study focused on the failure of English speaking policy to students in Tanzania secondary
schools, case study was Mtwara Municipality with various limitations as follows.
 Fund from loan board for the research was not enough due to the use of various activities
such as downloading materials from internet, printing, buying books and transportation
coast to the respondents to collect data for information.
 Time was not enough because during the research work, the courses were continuing on;
therefore the researcher participated the courses and conducts a research at the same time.
 Not all respondents were able to respond.
1.9 Definition of Key Terms
Language policy refers to what a government does either officially through legislation, court
decisions or policy to determine how a languages are used, cultivate language skills needed to
meet national priorities or to establish the rights of individual or groups to use and maintained
languages.
Speaking refers to the delivery of language through the mouth.
7
1.10 Conceptual Framework
This is a theoretical structure of assumptions, principles and rules that hold together the ideas
comprise a broad concept. It is a researcher’s idea on how the research problem has been
explored. Consider the following conceptual frame work bellow
Figure1: conceptual framework
The failure of English speaking policy to students in Tanzania secondary schools
CAUSE EFFEC SOLUTIO

S TS NS
-Lack of -Incompetence and -Teachers seminars

vocabularies poor performance on teaching English
-poor motivation -poor expansion of -Provide enough
individual skills teaching and learning
-poor teaching
-Poor national materials
and learning
techniques educational level -Enacting and
Poor exams implementing
-insufficient
performance English speaking law
English teaching
and learning
materials
Source: Research 2015
From figure above, Independent variable of the failure of English speaking policy to students in
Tanzania secondary Schools while Dependent variable are causes, effects and solutions
8
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter aimed at reviewing various Theoretical Literatures, Empirical Literatures, Related
literatures and finally research gap to see the relevance of the study at hand. It is literatures that
form the basis upon which a research is built. Therefore this chapter investigated the historical
overviews of the study with regard to some scholars and researchers.
2.2 Theoretical Literature
Accommodation theory delivered from the research of Giles (1979) associates into the intergroup
use of language in multilingual communities. He argues that motivation is the primary
determinant of social language proficiency. He considers the level of motivation to be a reflex of
how individual learners defines themselves in ethnic term and he introduces change which occur
in L2 that is upward convergent due to the motivation and down ward divergence due to negative
motivation, therefore learners can acquire language depending on how they are accommodated
by their teachers in their learning environment. The learning of second language is faced with
different obstacle or limitations. This is supported by Nida (1957) that there are principles
reasons to why it is difficult to learn a foreign language in the class that includes; classes are too
large, secondly, that foreign language is not used whereby in some instance the teacher is not
able to speak the language fluently, thirdly, the text books are poorly designed and uninteresting
to both teachers and students. The fourth obstacles a grammar which is taught as the easy way
out that is faced with the traditional demands.
9
The monitor model, consists of five hypothesis and make reference to a number of other factors
which influence second language acquisition and relate the central hypothesis such that are the
acquisition learning hypotheses, natural order hypotheses monitor and input effective filter this
lead to the causative variable such as aptitude, individual differences, ages and learning
environment. Piper (1998) states that environmental factors are potentially influence language
learning but the researcher identified four broad categories of factors that are believed to have a
significant impact. These environmental factors includes the availability of concrete or visible
referent for easier understanding, the availability of the target language models where by this has
to do with the source of the language the learners encounters, the third is the learners role in
communication where by the quality of language learning is also affected that means of
communication in which the learners is most frequently engaged and the final factor is the
naturalness of the environmental in which learners are exposed.
2.3 Empirical Literature
Clement and Smythen, (1977) state learner’s attitude and motivation in language learning is
affected by his or her own attitude towards learning language. The relationship between
motivation and attitude have been considered as the price concern in language learning that is to
say attitude contributes to either complicity or easier on learning second language.
In the report Tanzania education system for 21st century it is argued that Kiswahili is not ready to
be used as a medium of instruction. As a matter of policy, Kiswahili should be a medium of
instruction at the pre primary and primary school levels. However, English should continue to be
strengthened at primary school level and used as a medium of instruction in post primary
medium of instruction until such a time when Kiswahili is ready to be the dominate medium of
10
instruction ( United Republic of Tanzania, 1993:23). Therefore the students fail to speak at
secondary schools due to poor foundation from pre primary and primary school.
Sababu za wanafunzi kutofaulu somo la kiingereza ni nyingi, kwanza ni waalimu kushinwdwa
kuhudhuria vipindi darasani. Kutohudhuria masomo kunasababishwa na uhaba wa waalimu
unaozikabili shule nyingi hasa za vijijini. Utakuta mwalimu amepangiwa kufundisha vipindi
vingi na hivyo kushindwa kuhudhuria vipindi vingine kutokana na uchovu ama kubanwa.
Mwalimu akiwa na vipindi vingi hawezi kufundisha kwa umakini na kufuatilia maendeleo ya
kila mwanafunzi. Vilevile si rahisi kwa mwalimu kusahihisha madaftari ya wanafunzi ya
madarasa yote anayofundisha. Pili, wazazi kutofuatilia walichojifunza watoto wao shulueni pia
kunasababisha matokeo mabaya. Ni jukumu la wazazi kukagua madaftari ya watoto wao na
kuwasaidia kimasomo pindi wanapokuwa nyumbani. Tatu, ukali wa waalimu shuleni pamoja na
adhabu ya viboko hujenga hofu kwa wanafunzi. Wanakuwa waoga kuuliza maswali, kutoa hoja
na hata kushiriki katika mijadala inayowapa ujasiri wa kuongea mbele za watu lugha ya
kiingereza (Haki Elimu, 2005).
2.4 Literature Review
A more recent study has been carried by Clement and Knizenier (1985) in the Turkish EFL
context. The motive of this study arose from the complaints raised by learners, teachers
administrates and parents about why most of the Turkish EFL cannot attain the desired levels of
proficiency in English. Therefore, he conducted the study to find out the relationship between
language attitude and language learning which is a missing point of discussion of the problem of
teaching English in Turkey. More specifically, Harahan tried to identify the interlaced
relationship among language attitudes, the starting age of language learning. There are different
methods used for inquiry previous study on language attitude. The finding indicated that
11
although the students were exposed to English in a school environment more frequently than
other students at public schools, they had only mildly positive attitudes; especially female
students and higher rate. In addition the subject recognized the importance of English language
but interestingly did not reveal higher level orientation towards learning the language. On the
other hand, the results reveal that the subject had mildly positive attitude towards the English
based culture but they were not tolerant to Turkish people speaking English among themselves.
In Japan, learners’ attitudes and motivation towards the English language were also of concern
for many researchers. One of the most relevant studies was that of Benson (1991) who surveyed
over 300 freshmen to assess their motivation towards learning English
Researchers suggest that teachers’ attitude may be concerned about(a) chronic lack of time to
address Ells’ unique classroom needs (Young’s, 1999), (b) perceived intensification of teachers
workloads when ELLs are enrolled in mainstream classes (Bandura, 1989), and (c) feeling of
vocational inadequate to work with ELL (Bell, 1999). In terms of the impacts of inclusion on the
classroom learning environment, teachers’ are concerned about the possibility that Ells will slow
the class progression through the curriculum or result in iniquities in educational opportunities
for all students (Howitiz, et all, 1986). Finally some evidence of subject-area teachers’ attitudes
and perceptions of ELLs is present in research, including the reluctance to work with the low
proficiency ELLs, misconception about the second language acquisition (Clement, et all, 1977),
and assumptions positives and negatives about the race and ethnicity of ELLs (Bell, 1996).
Attitudes towards inclusion according to the researcher found that several qualitative studies
exploring schooling experiences of ELLs have alluded to mainstream teacher’s attitude toward
ELL inclusion in Tanzania perspective. Teachers in those studies were portrayed as holding
12
negative, unwilling attitudes (Bell, 1999), as well as positive, welcoming attitude (Clement and
Knizenier, 1985). In general, teachers in those studies held ambivalent or unwelcoming attitudes.
Although there were notable exceptions, the determining welcoming or unwelcoming nature of
teachers’ attitudes, researchers suggested a host of factors that could be influential. The factor
fall into three categories (a) teachers’ perception on the impacts of ELL inclusion on themselves,
(b) impacts of inclusion on the learning environment, and (c) teachers aptitudes and perception
of ELLs.
Many English learners brought to classroom particularly cultural orientations that affected how
the perceived and interacted with each other in the classroom. In Tanzania perspective many
students and teachers have different cultures which influenced negative attitudes toward English
language since every one needed to maintain and perceive his or her own culture which increases
the difficult in English language learning and in most cases some parents do not encourage their
children to learn English language thinking that their children adopt new culture, many well to
do parents took their children to the neighboring countries which parents thought that their
children got competence in both spoken and written English
Jeremy (2005) shows that English use have grown in the last few decades that in 1985 estimated
that there were between 320and 380 million people speaking English as first language and
anywhere between 250 and 380 million speaker of English as second language but he had
predicted that the balance might change.
Bell, (1999) argues strongly against the view that native speakers are irrelevant or that native
speakers varieties have little prestige and he went further saying that there is more language use
than mere international intelligibility, he says that the phenomena that people are making use of
13
their imperfect second language repertoire to communicate more or less effective is interesting
and revealing but does not have any implication for learning.
According to Ellis (1985) (SLA) is not uniform and predictable phenomena. There is single way
which learners acquire knowledge of second language. (SLA) is the product of many factors
pertaining to learners in one hand and the learning situation in the other hands. It is importance
therefore to start by recognizing the complicity and the diversity that result for the interaction of
these two sets of the factors. According to him, he categorizes learners in different categories to
learn a second language in different ways. There has been no shortage of theorizing about (SLA).
2.5 Gap of Knowledge
Despite of the research done in Europe by Clement (1977) argues that Learners’ attitude and
motivation in language learning is affected by his or her own attitude towards learning language.
Therefore, this study dealt with the failure of English speaking policy to students in Tanzania
secondary schools Mtwara Mikindani Municipality as a case study by identifying the causes and
effects of the failure of policy and suggests the possible solutions to be taken to overcome the
problem.
14
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter dealt with Research methodology. The chapter however described the research
approach, research design, area of the study, sampling techniques, data collection techniques,
data analysis and presentation, finally references.
3.2 Research Approach
Research approach is the arrangement of a condition for collection and analysis of data in a
manner that aims to combine the relevance to the research purpose with economy in procedure
(Kothari, 2004: 3). In short are ways of data collection. Mixed approach was used during the data
collection. Both Qualitative and Quantitative data collection methods were used during data
collection. Quantitative data are data collected in numbers and Qualitative data are data
presented in words.
3.3 Research Design
Research design is the arrangement of condition for collection and analysis of data in manner
that aimed to combine relevance to research purpose with economy in procedure (Kothari, 2004).
In fact the research design is the conceptual structure within which research is conducted; it
constitutes the blueprint for the collection, measurement and analysis of data. This study used
case study design because enabled researcher to investigate on the failure of English speaking
policy to students in Tanzania secondary schools especially Mtwara Mikindani Municipality.
15
3.4 Area of Study
This research was conducted in Mtwara region largely in Mtwara Mikindani Municipality.
Mtwara region is one among regions of Tanzania Mainland. It is the southernmost region. It lies
between longitudes 38° and 40° 30" east of Greenwich. It is also situated between latitudes 10°
05" and 11° 25" south of the Equator. It borders Lindi region to the north, the Indian Ocean to
the east and separated by the Ruvuma River from Mozambique in the south. To the west it
borders Ruvuma region. The region occupies 16,720 sq. kms or 1.9% of Tanzania Mainland land
area of 885,987 sq. kms. It is the second smallest region after Kilimanjaro (Malochon, N. 1997).
3.5 Sampling Techniques
Sampling is the acquisition of the information about a relative small part of a large group
inferential generalization about the large group (Rice 2003: 233). The researcher used simple
random sampling and purposive sampling.
3.5.1 Simple Random Sampling
A sample refers to the small portion of population selected for the observation and analysis
(Bandura, 1989). Also it is the sampling techniques which allow each individual to have equal
chance of being selected to participate in the study. The sampling technique used randomly to 12
students and 12 teachers in order to ensure equal participation of the respondents from the entire
population of the study.
3.5.2 Purposive Sampling
In this sampling method, the research purposively targets a group of people believed to be
reliable for the study (Kombo and Tromp, 2006:82). Purposive sampling is based on researcher’s
knowledge and experience in identifying the right people who know about the subject matter. It
16
can be also used to locate area of study which the researcher according to the nature of the topic
and his experience think they will be for data collection process. Purposive sampling method
applied to get 1 educational officer who gave the correct information on the study.
3.6 Sample Size
In this study the researcher used simple random sampling and purposive sampling. In these
methods of sampling the researcher had the total population of twenty five (25) respondents.
There are twelve (12) teachers, twelve (12) students and one (1) regional educational officer
which make total of 25 respondents.
Table 1: Sample Size of the Respondents
Respondents Number Percentage (%)
Educational officer 1 4%
Teachers 12 48%
Students 12 48%
Total 25 100%
Sources: Field Data, 2016
3.7 Data Collection Techniques
Data are facts and other relevant materials serving as the bases for studying and analysis Hornby
(2006:371) argued that Data are facts or information, especially when examined and used to find
out or to make out decisions. Therefore the following techniques were used in collecting data
that are Questionnaire and interview.
17
3.7.1 Interview
This is a form of data collection in which questions are asked orally and subject’s responses are
recorded. The type of interview used in order to collect data which is unstructured interview. In
unstructured interview the Researcher prepared a list of questions which were recorded so as to
get appropriate and systematic data about the factors on failure of English speaking policy to
students in Tanzania secondary schools. The method was applied to Regional Educational
Officer.
3.7.2 Questionnaire
Questionnaire is a written document containing question that are used to obtain subjects,
perspectives, attitudes, values, beliefs and other traits. Both opened form and closed form were
used. Closed forms and Open forms questions were used to seek the respondent’s ideas about
factors for the failure of English speaking policy to students in Tanzania secondary schools.
These were used to teachers and students.
3.8 Data Analysis and Presentation
Data analysis and presentation were done after the completion of the data collection. The data in
this study were analyzed by using qualitative and quantitative in order to obtain the required
information concerning with failure of English speaking policy to students in Tanzania
secondary schools. The researcher used Qualitative method by using description of data in the
percentage and the quantitative accompanied with tables.
18
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.1 Introduction
In this chapter, the researcher shows how the data obtained from the field have been analyzed,
presented and interpreted. The data that were gathered from the field have been analyzed in form
of tables and percentages so as to make findings more understandable. The qualitative data have
been described by statements and descriptions while the quantitative data have been analyzed by
using tables to demonstrate the reality situation in the field. The research findings have been
presented in both of quantitative and statement means which will enable the reader to understand
the findings. In this study, a researcher used two methods of data collection and these are
Questionnaires for students and teachers whereby Interview used for the regional educational
officer. A researcher used teachers, students and regional educational officer as key respondents
in helping a researcher to collect information. These respondents were obtained through various
methods which are; randomly sampling and purposive sampling. Randomly sampling was used
to obtain the teachers and students and purposive sampling method was used for the educational
officer. The main objective of the study was to investigate the failure of English speaking policy
to students in Tanzania secondary schools Mtwara Mikindani Municipality as the case study.
The data were obtained through the specific objectives which were: - to find out the causes on
failure of English speaking policy to students in secondary schools; to find out the effects on the
failure of English speaking policy to students in secondary schools and finally was to find out the
solutions toward the effects of the failure of English speaking policy to students in secondary
schools.
19
4.1 Background Information of Respondents
This part explains the background information of the respondents who were involved in the
study; the study involved different respondents vary in term of age, sex and education status
including the teachers, students and educational officer of Mtwara Mikindani Municipality.
4.1.1 The Age of the Respondents
The study included the age of respondents such as the teachers, students and educational officer
who vary in term of age in investigating the failure of English speaking policy to students in
Tanzania secondary schools
4.1.2 The Age of Teachers
The study used teachers who vary in terms of age, ranged from the lowest to the highest age. The
age of teachers who participated in the study can be summarized as follows;
Table 2: The Age of Teachers
Respondents Age Frequencies Percentages
25-30 4 33.3%
Teachers 35-40 4 33.3%
45-50 4 33.3%
Total 12 100%
Source: Field Data 2016
The data in the table above represent the age of the teachers who were involved in the study
their age varied from one to another that the age of the respondents ranged from 25 up to 30 were
20
4 respondents equals to 33.3%, 35 up to 40 were 4 respondents which is equals to 33.3% also 45
up to 50 were 4 respondents equals to 33.3% of respondents who participated in the field of
study on the failure of English speaking policy to students in Tanzania secondary schools.
4.1.3 The Age of the Students
This research finding used students who vary in terms of age, ranged from the lowest to the
highest age. The age of students who participated in the study can be summarized as follows;
Table 3 The Age of Students
Respondents Age Frequencies Percentages
14-16 4 33.3%
Heads of colleges 17-19 4 33.3%
20-21 4 33.3%
Total 12 100
The data in the table represent the age of the students who were involved in the study their age
varied from one another, that the age of the respondents ranged from 14 up to 16 were 4
respondents equals to 33.3%, 17 up to 19 were 4 respondents which is equals to 33.3% also 20
up to 21 were 4 respondents equals to 33.3% of respondents who participated in the field of
study on the failure of English speaking policy to students in Tanzania secondary schools.
21
4.1.4 The Age of the Regional Educational Officer
The researcher used educational officer who participated in the study about failure of English
speaking policy to students in Tanzania secondary schools, whose age is 50 years old.
4.2 Sex of Respondents
According to the finding obtained from the field, the researcher used respondents of both female
and male groups whereby both sex participated in the study with the researcher in giving out the
information that were demanded in this study as portrayed in the table below;
4.2.1 Sex of Students
The researcher used students who participated on the study about failure of English speaking
policy to students in Tanzania secondary schools, whereby 6 were male and 6 were female as
explained in the table bellow;
Table 4: Sex of Students
Respondent Sex Frequencies Percentage
Male 6 50%
Students Female 6 50%
Total 12 100%
The table explains sex of students whereby 6 respondents’ equals to 50% were males and 6
respondents’ equals to 50% were females who participated on the failure of English speaking
policy to students in Tanzania secondary schools.
22
4.2.2 Sex of Teachers
The researcher used teachers who participated on the study about failure of English speaking
policy to students in Tanzania secondary schools, whereby 6 were males and 6 were females as
Table 5: Sex of Teachers
Respondent Sex Frequencies Percentage
Male 6 50%
Students Female 6 50%
Total 12 100%
The table above shows the sex of teachers whereby 6 respondents equals to 50% were males and
6 respondents equals to 50% were females who participated in the field by giving more
information on the failure of English speaking policy to students in Tanzania secondary schools.
4.2.3 Sex of Regional Educational
The researcher used educational officer who participated on the study about failure of English
speaking policy to students in Tanzania secondary schools, whose sex is male
4.3. Education Level of Respondents
The study used respondents with different level of education based on categories of respondents
who participated in this research study this included education level of teachers, students and
regional educational officer as explained well below;
23
4.3.1 Education Level of Teachers
The number of teachers who responded the questionnaire were 12 respondents every one having
different level of education. The information is summarized in the table as follows;
Table 6: Educational Level of Teachers
Respondents Education level Frequencies Percentage
Diploma 6 50%
Teachers Degree 6 50%
Total 12 100%
The table above shows the educational level of teachers whereby 6 were diploma holders equals
to 50% and 6 respondents were degree holders 50% who participated on the failure of English
speaking policy to students in Tanzania secondary schools.
4.3.2 Education Level of Students
The researcher used students in the field of study with different forms of educational level in
order to determine the failure of English speaking policy to students in Tanzania secondary
schools. The researcher summarized the forms of educational levels of students as shown in the
table below as follows;
24
Table 7: Forms of Educational Level of Students
Respondent Educational level Frequencies Percentage
Form iii 6 50%
Students Form iv 6 50%
Total 12 100%
From the information in table above represents the forms of educational level of students who
responded the question on the failure of English speaking policy to students in Tanzania
secondary schools, whereby 6 students equivalent to 50% were form iii and 6 students equals to
50% were form iv secondary school students. The researcher sued these two forms in order to
minimize the number of respondents because the research was dealing on ordinary level
secondary schools
4.3.3 Regional Educational Officer Educational Level
The researcher used the education officer in the field of study in order to determine the failure of
English speaking policy to students in Tanzania secondary schools. The respondent was masters
of educational management and planning holder.
4.4 The Causes on Failure of English Speaking Policy to Students in Tanzania Secondary
School.
This part is dealing with descriptions of the causes on failure of English speaking policy to
students in Tanzania secondary school. These data were obtained with regard to the research
question that asks that what are the causes on failure of English speaking policy to students in
25
Tanzania secondary school?, therefore the question guided a researcher in getting information as
follows
4.4.1 Poor Foundation of English Speaking from Primary School
Teachers, students and educational officer used by a researcher as respondents in order to get
vivid information concerning the causes on failure of English speaking policy to students in
Tanzania secondary school which is poor foundation of English speaking from primary school as
Table 8: Poor Foundation of English Speaking from Primary School
Respondents Frequency Percentage
Students 3 37.5%
Teachers 4 50%
Educational officer 1 12.5%
Total 8 100%
Source: Field research 2016
During the data collection through questionnaire and interview 3 respondents who were37.5%
were students, 4 teachers who were 50% were teachers and 1 respondent was educational officer
equal to 12.5 % said that the causes of failure in English speaking policy to students in secondary
schools is poor foundation of English speaking from primary levels were they lack conducive
learning and studying environments that can help to get knowledge and skills of English
speaking. This makes the students fail to speak English in secondary schools. Therefore it can be
26
concluded that poor foundation of English speaking from primary level is the causative toward
the failure of English speaking policy to students in secondary schools.
4.4.2 Negative Aptitude for Students towards English Speaking Language
Tanzania secondary schools which is negative aptitude for students towards English speaking
language as explained in the table bellow;
Table 9: Negative Aptitude for Students towards English Speaking Language
Students 5 50%
Teachers 4 40%
Total 10 100%
According to the data collected in the field through questionnaire and interview 5 respondents
who were 50% were students, 4 respondents who were 40% were teachers and 1 respondent who
was 10% was educational officer commented that negative attitude for students towards English
speaking that English is important to students who specialize in arts subjects and not for science
subject students. Clement and Smythen (1977) said that Learners’ attitude and motivation in
language learning is affected by their own attitude towards learning language. Therefore this
27
shows that if the students have negative attitude to language they always fail to speak English
language in the school campus
4.4.3 Lack of Teaching and Learning Aids
Tanzania secondary schools said that lack of teaching and learning aids as explained in the table
bellow;
Table 10: Lack of Teaching and Learning Aids
Students 12 48%
Teachers 12 48%
Total 25 100%
According to the data collected in the field through questionnaire and interview show that 12
respondents who were 48% were students, 12 respondents who were 48% were teachers and 1
respondent who was 4% was regional educational officer, commented that the causes of failure
of English speaking policy to students in secondary schools is lack of teaching and learning aids
such as text books, short story books and other supplementary materials that inspire the readers
on how to speak English language as the medium of communication. This hinders the process of
28
teaching and learning English such that, teachers loose competence and morale and teaching
English language in secondary schools.
4.4.4 Poor Implementation of English Speaking Policy
Tanzania secondary schools stated that poor implementation of English speaking policy as
Table 11: Poor Implementation of English Speaking Policy
Students 12 48%
Teachers 12 48%
Total 25 100%
respondents who formed 48% were students, 12 respondents who were 48% were teachers and 1
respondent who was 4% was regional educational officer said that poor implementation of
English language policy teachers that enacted by schools led to failure of English speaking
policy to student s in secondary schools. This is due to the fact that some schools leadership is
very weak in the sense that teachers are unable to enact and implement strictly laws. Generally
29
poor implementation of English speaking policy by teachers led to failure of English speaking to
students in schools.
4.4.5 Low Motivation to Students and English Teachers
Tanzania secondary schools that is low motivation to students and English teachers as explained
in the table bellow;
Table 12: Low Motivation to Students and English Teachers
Students 6 50%
Teachers 5 41.7%
Total 12 100%
The data collected through questionnaire and interview show that 6 respondents who were 50%
were teachers, 5 respondents who were 41.7% were students, and 1 respondent who was 8.3%
was educational officer commented that low motivation to English teachers is the causative of
the failure in English speaking policy to students in secondary schools. This is due to the fact that
English teachers need to use alternative effort in teaching English speaking skills. This cause
30
teacher fail to teach English speaking skills there after students fail to speak English finally
results to the failure of English speaking policy to students in secondary schools
4.4.6 Incompetence of some English Teachers
Tanzania secondary schools which can be incompetence of some English teachers as explained
in the table bellow;
Table 13: Incompetence of some English Teachers
Students 5 50%
Teachers 4 40%
Total 10 100%
was 10% was educational officer said that incompetence of some English teachers is a cause on
failure of English speaking policy to students in Tanzania secondary school Also this is
supported by Nida ( 1957) there are reasons to why it is difficult to learn a foreign language in
the classes that foreign language is not used intensively also in some instances teachers are not
31
able to speak English language fluently. Generally this makes teachers fail to impart knowledge
and skills concerning English speaking to students in secondary schools.
4.4.7 Poor Cooperation among the Staff Members
Tanzania secondary schools said that poor cooperation among the staff members as explained in
the table bellow;
Table 14: Poor Cooperation among the Staff Members
Teachers 6 50%
Students 5 41.7%
Total 12 100%
was educational officer commented that poor cooperation among the staff members is a cause on
failure of English speaking policy to students in Tanzania secondary school. This finding
realized that the English subject teachers fail on their implementation of language peaking policy
due to lack of cooperation within the staff members whenever they establish some English
32
progressive programs which will enable the students to get knowledge and skills. Example some
staff members become the first one to break the rules of English speaking in all contexts and
environment such in the offices classrooms and pared session.
4.5 The Effects of Failure of English Speaking Policy in Tanzania Secondary Schools
This part concerns with description of the effects of failure of English speaking policy in
Tanzania secondary schools. These data were obtained with regard to the research question that
asks what are the effects of failure of English speaking policy to students in Tanzania secondary
school? So, this question guided a researcher in getting information as follows;
4.5.1 The Medium of Instruction and Communication becomes both Kiswahili and English
vivid information concerning the effects of failure of English speaking policy in Tanzania
secondary schools which is the medium of instruction and communication becomes both
Kiswahili and English as explained in the table bellow;
Table 15: The Medium of Instruction and Communication become both Kiswahili and
English
Students 12 48%
Teachers 12 48%
Total 25 100%

33
respondent who was 4% was regional educational officer, said that the effect of failure in English
speaking policy to students is the use of English and Kiswahili as the medium of instruction
because if the teachers use English fluently as the medium of instruction, the students will fail to
know what was instructed or taught. Therefore the teacher needs to mix both English and
Kiswahili in order to make clear the lesson or instruction concerning the school the school
activities.
4.5.2 Miscommunication between Teachers and Students
secondary schools stated that miscommunication between teachers and students as explained in
the table bellow;
Table 16: Miscommunication between Teachers and Students
Students 5 50%
Teachers 4 40%
Total 10 100%
34
who formed 50% were students, 4 respondents who were 40% were teachers and 1 respondent
who was 10% was educational officer stated that the effect of failure in English speaking policy
to students in secondary schools is Miscommunication between teachers and students in school
activities such as teaching and learning activities. Therefore when a teacher decides to use
English language only in any activity the students fail to determine what have been said by the
teacher.
4.5.3 Poor Academic Performance
secondary schools which is poor performance as explained in the table bellow;
Table 17: Poor Academic Performance
Students 12 48%
Teachers 12 48%
Total 25 100%
35
respondent who was 4% was regional educational officer responded that poor performance
results from the effects of failure of English speaking policy to students in secondary schools in
the sense that the student do not know what have been taught due to the use of English language
only. Therefore the effect of failure of English speaking policy goes directly to poor academic
because all subjects use English language except Kiswahili subject which is unknown to the
majority of students while they are studying themselves.
4.5.4 Failure to Express Oneself
secondary schools which can be failure to express oneself as explained in the table bellow;
Table 18: Failure to Express Oneself
Students 3 37.5%
Teachers 4 50%
Total 8 100%
During the data collection through questionnaire and interview focus seen that 3 respondents
who were37.5% were students, 4 teachers who were 50% were teachers and 1 respondent was
educational officer equal to 12.5 % responded that the effect of failure of English speaking
36
policy to students is failure to express oneself. This is in the sense that students lack knowledge
and skills to produce and connect linguistic grammatical sentences that bring about meaningful
ideas. Generally the students lack competence and performance of English language which
enable them to speak confidently and majestically in any concrete environment or context at
school.
4.5.5 Lack of English Vocabularies
secondary schools which is lack of English vocabularies as explained in the table bellow;
Table 18: Lack of English Vocabularies
Students 5 50%
Teachers 4 40%
Total 10 100%
was 10% was educational officer stated that the effect of failure on English speaking policy to
students in secondary schools is lack of English vocabularies to the speakers. The results from
37
the respondents show that most of students are not able to create more vocabularies that help
them to produce the grammatical sentence in their conversation and negotiation in the school
compound.
4.6 The Solutions on the Failure of English Speaking Policy to the Students in Secondary
Schools
This part deals with description of the solutions on the failure of English speaking policy to the
students in secondary schools. These data were obtained with regard to the research question that
asks what the solutions on the failure of English speaking policy to the students in secondary
schools? So, this question guided a researcher in getting information as follows;
4.6.1 The Teachers should Establish English Speaking Competition Programs
vivid information concerning the solutions on the failure of English speaking policy to the
students in Tanzania secondary schools whereby teachers should establish English speaking
competition programs as explained in the table bellow;
Table 19: The Teachers should Establish English Speaking Competition Programs
Students 12 48%
Teachers 12 48%
Total 25 100%
38
respondent who was 4% was regional educational officer stated that the teachers should establish
English speaking competition programs such as debates, morning speeches, subject clubs, radio
and television speech presentations and creative writing stories. These competitions should be
guided and supervised by English teachers in collaborating with all staff members. The members
correct the speaking and writing errors and guide students to correct the grammatical use. These
competition programs can be used to enhance the English speaking policy to schools when the
programs are supervised intensively.
4.6.2 Inaction and Implementation of the Strictly Laws on English Speaking Policy
students in Tanzania secondary schools which is to inaction and implementation of the strictly
laws on English speaking policy as explained in the table bellow;
Table 20: The Inaction and Implementation of the Strictly Laws on English Speaking
Policy
Students 6 50%
Teachers 5 41.7%
Total 12 100%
39
was educational officer stated that the solution on the effect of failure in English speaking policy
to students in secondary schools is to enact and implement the restrict law on English speaking
policy. The school should introduce the punishment against those who flout the English speaking
policy measure such as copra punishment in front of other students.
4.6.3 Intensive Training of English Teachers
students in Tanzania secondary schools which is intensive training of English teachers as
Table 21: Intensive Training of English Teachers
Teachers 6 50%
Students 5 41.7%
Total 12 100%
40
was educational officer stated that the solution on the effect of failure of English speaking policy
to students in secondary schools is to introduce intensive training of English teachers. That mean
English teachers if they are very competent is easy to determine and realize the clear method of
teaching English language as the second language learning. Generally the competent teachers
produce competent students in all aspects of academic including speaking competence onto the
students.
4.6.4 Provision of Motivation to the Students and English Teachers
students in Tanzania secondary schools which is provision of motivation to the students and
English teachers as explained in the table bellow;
Table 22: Provision of Motivation to the Students and English Teachers
Respondents Frequencies Percentage
Students 5 50%
Teachers 4 40%
Total 10 100%
41
was 10% was educational officer that the solution on the effect of failure of English speaking
policy to students in schools is to provide motivation to the students who keep on speaking well
grammatical English language confidently. The motivation can be gift or rewards such as
exercise books, literary books or tour in front of the students. Therefore due to the motivation
provided to the students, others can be inspired to learn more and keep on practicing finally they
will be in a good position where they can speak English confidently.
4.6.5 Teachers should be the role Model of English Speakers
students in Tanzania secondary schools which is the teachers to be the role model of English
speakers as explained in the table bellow;
Table 23: The Teachers should be the Role Model of English Speakers
Students 12 48%
Teachers 12 48%
Total 25 100%
42
respondent who was 4% was regional educational officer stated that the solution on the effect of
failure in English speaking policy to students in schools is the teachers to be the role models of
English speakers. The teachers should use English in all school activities while they are at
school. This point gives students more courageous and inspiration in progressing or towards
learning English hence the problem cured
43
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter consists of the conclusion of the research findings, summary of the study and
recommendations for further studies.
5.2 Summary of the Study
The research was conducted in Mtwara Mikindani Municipality which involved four secondary
schools which were Rahaleo, Mtwara Sisters, Shangani and Umoja secondary schools as the case
study on the title “An assessment on the failure English speaking policy to students in Tanzania
secondary schools”. The main objective of this research was to assess on the failure of English
speaking policy to students in Tanzania secondary schools especially Mtwara Mikindani
Municipality. Data collection was done through questionnaire and interview while tabling and
explanation in percentages were used to reflect the real numbers of participants from the
findings.
The research findings show that the main causes of failure of English speaking policy to students
and secondary schools are poor foundation of English speaking from primary level, low
motivation to English teachers, poor implementation of English speaking policy, incompetence
of English teachers, lack of teaching and learning aids and poor cooperation among the staff
members.
44
Also the findings discovered the effects of failure of English speaking policy to students such as
miscommunication between teachers and students, the medium of instruction and
communication become English and Kiswahili finally poor academic performance.
Finally the findings end up with the solutions such as intensive training of English teachers,
provide motivation to English teachers and students and establish English speaking competition
programs
5.3 Conclusion of the Study
Therefore, research findings show that the main causes of failure of English speaking policy to
students in secondary schools are poor foundation of English speaking from primary level, low
motivation to students and English teachers, poor implementation of English speaking policy,
incompetence of some English teachers, lack of teaching and learning aids and poor cooperation
among the staff members.
Also the findings discovered the effects of failure of English speaking policy to students are such
as miscommunication between teachers and students, the medium of instruction and
communication become English and Kiswahili, failure to express individually, lack of English
vocabularies finally poor academic performance.
Finally the findings end up with the solutions such for the failure of English speaking policy to
students in Tanzania secondary schools as intensive training of English teachers, provide
motivation to English teachers and students and establish English speaking competition
programs
45
5.4 Recommendation for further studies
Recommendation is mainly based on the findings presented in chapter four. From these findings
recommendation is made as follows bellow.
The government should train English teachers from primary education levels who are competent
in order to produce students who have good foundation of English language in secondary school.
Also the government should ensure enough availability of learning and teaching materials such
as textbooks, short story books and other supplementary books that simplify the leaning and
studying situation being conducive to the students.
The findings show that the school staff members should cooperate to treat the problem of the
policy because this problem belongs to all Tanzanian secondary school. The teaching of English
subject is not dealing much in training students English speaking.
The school should introduce the English speaking competition programs such as debating clubs,
morning speech and speech presentation. Teachers should motivate and correct grammatical
errors then guide students how to speak the correct grammar confidently
Intensive training of English teachers, the data collected shows that the intensive training of
English teachers should be conducted in order to make competent teachers. It is true that if
teachers are competent is easy to determine and realize the clear method of teaching English
language as the second language learning. Generally the competent teachers produce competent
students in all aspects of academic including speaking competence as English language skills.
46
5.5 Suggestions for Further Studies
This research study dealt with an assessment on the failure of English speaking policy to students
in Tanzania secondary schools Mtwara Mikindani Municipality as the case study. Through this
finding, there are so many gapes or loopholes to be investigated despite the fact that in this study
I have dealt on the causes, effects and solutions for the failure on English speaking policy to
students in secondary schools. It is better for the coming researchers to investigate on the
importance of English speaking policy in secondary schools.
47
REFERENCES
Bandura, A. (1989). Self-regulations and Action through Internal Standards and Systems. In
. Hills dale, N J: Erlbaum
Bell, J. (1999). Doing Your Research Project (3rd ed) Buckingham: Open University Press.
Boesen, J, et al. (1986). Tanzania: Crisis and Struggle for Survival. Scandinavia, Institute of
African Studies, Uppsala
Crasswell. (2005). Qualitative Inquiry and Research design Choosing among Five Thousands,
Oaks, and CA: Sage Publication
Gottneid, A. J. (1976). Church and Education in Tanzania. Nairobi.
Mbise, A. and Msoud. (1999). Search for Quality primary Education in Tanzania: the Case of
Private Primary Schools and International academies. Research Report, University of
Dar es Salaam
Mlama, P and Materu,M. (1978). Haja ya kutumia Kiswahili kufundishia katika elimu ya juu.
. BAKITA, Dar es Salaam
Mvungi, M. (1974). Language Policy Tanzanian Primary Schools with emphasis on
Implementation, M.A. Dissertation, University of Dar es Salaam
Nyere, J. K. (1967). Education for Self Reliance: Dar es Salaam government Printer. Tanzania
Swilla, I. N. (1992). The Relation of Local and Foreign Language to National Needs in Africa.
48
Journal Multilingual and Multicultural Development, 13(6): 505-551
The United Republic of Tanzania. (1995, 2007). Ministry of Education and Culture: Language
Policy, Dar es Salaam Tanzania
Whitley. (1969), Mazrui. (1995). The World Bank, the Language Questions and the Future of
African Education: Race and class
49
APPENDICES
APPENDIX 1: Research Time Schedule.
YEAR 2015 2016
Activities APRIL- JUNE- AUG- NOV- JAN- APRIL-
MAY JULY SEP DEC MARCH MAY

Submission
of the
Title.
Submission
of
Research
Proposal.
Data
Collection
Data
Analysis
Report
Writing
Report
Submission
50
APPENDIX II: Research Budget Schedule.
S/NO ITEMS DESCRIPTION QUANTITY PRICE TOTAL

EACH
1 Stationary -Bundle of 1 8000/=
ream paper.
-File 1 2000/=
-Typing and
Printing 40 800/=
Services
-Pens, ruler and 5000/=

note book
SUB-TOTAL 47000/=
2 Transport Motorcycle 6 5000/= 30000/=
Routes
SUB-TOTAL 77000/=
3 Food -Food 10 3000/= 30000/=
allowances such
as Breakfast,
lunch and supper
SUB-TOTAL 107000/=
4 Finishing and -Type 40 200/= 8000/=
Organization.
-Setting, binding
and duplications
copies 40 50/= 2000/=
SUB-TOTAL 117,000/=
GRANDTOTAL 117000/=
51
APPENDEX 3
QUESTIONNAIRE FOR STUDENTS
Part A: Introduction
The intent of this questionnaire is to get the information on the failure of English speaking policy
to student in Tanzania in secondary schools in Mtwara Mikindani Municipality. Therefore in
order to accomplish well this research, I request you to fill these questionnaires. The information
will be treated confidentially in order to observe research ethics.
Part B: Background Information of Respondents
Put a tick ( √ ) in the brackets provided
Class/Form: 1 ( ) 2. ( ) 3 ( ) 4 ( )
Sex: Male ( ) Female ( )
Part C: Content Questions
1 Is there any English speaking policy which states that “No English no service or Speak
English” at your school?
(a) Yes [ ] (b) No [ ]
2 What is your language of communication at your school?
_______________________________________________
3 Mention the causes of failure of English speaking policy at your school
_______________________________________________
_______________________________________________
4 Mention the effects of failure of English speaking policy at your school
_______________________________________________
_______________________________________________
5 Mention the possible solutions of failure of English speaking policy at your school
52
_______________________________________________
APPENDEX 4
QUESTIONNAIRE FOR TEACHERS
Part A: Introduction
The intent of this questionnaire is to get the information on the Failure of English speaking
policy to students in Tanzania in secondary schools in Mtwara Mikindani Municipality.
Therefore in order to accomplish well this research, I request you to fill these questionnaires. The
information will be treated confidentially in order to observe research ethics.
Part B: Content Questions
1 For how long have you been teaching at this school?
_____________________________________________
2 Which subjects do you teach at this school?
_____________________________________________
3 Do you face any language difficulties when you are teaching?
(a) Yes [ ] (b) No [ ]
4 What is English language speaking policy?
_____________________________________________
5 Mention the causes of failure of English speaking policy to students at your school
_____________________________________________
_____________________________________________
6 List the effects of failure of English speaking policy to students at your school
_____________________________________________
_____________________________________________
53
7 What are the possible solutions on failure of English speaking policy to students in Tanzania
secondary schools?
APPENDEX 5
INTERVIEW FOR EDUCATION OFFICER
GUIDE QUESTIONS FOR EDUCATION OFFICER
1 How long have you been working in this institution?
2 How do you understand on the term language policy?
3 What are challenges facing language policy in Tanzania education?
4 What do you understand on the term English speaking policy in Tanzania secondary schools?
5 What are the causes of failure of English speaking policy to students in Tanzania secondary
schools?
6 What are the effects of failure of English speaking policy to students in Tanzania secondary
schools?
7 What are the possible measures to be taken to overcome the failure of English speaking policy
in Tanzania secondary schools?
54

Green J .Mwakatika

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Green J .Mwakatika

Uploaded by

Copyright:

Available Formats

STELLA MARIS MTWARA UNIVERSITY

(A Constituent College of St. Augustine University of Tanzania)

Tanzania secondary schools, case study was Mtwara Municipality

A Case Study at Mtwara Mikindani-Municipality

Requirements of an Award of Bachelor Degree in Philosophy with Education

system or transmitted in any form or by any means, electronic, photocopying, mechanical or

University College (STEMMUCO)

Maris Mtwara University College.

Name: GREEN J.MWAKATIKA

DECLARATION BY THE SUPERVISOR

Mtwara University College.

Name: MR. MASANJA T.

constraints of time and space, the completion of this research Report.

Mtwara University College for their assistant either directly or indirectly.

and teaching materials.

conceptual frame work and definition of the key terms

1.2 Background of the Study

LOI in primary education that the government needs to resolve.

adopted is as the LOI in primary education (Whiteley, 1969).

to Kiswahili as a medium of instruction. The ministry’s circular suggested that political

Kiswahili both at secondary and tertiary levels of education.

secondary school and tertiary education from English to Kiswahili.

be a compulsory subject (:35).

compulsory subject (:39)

Republic of Tanzania (1995&1997) which states:

shall be encouraged in high education. In addition the teaching of English shall be

strengthened (URT, 1997:2).

 A special program to enable the use of Swahili as a medium of instruction in education

syllabus for use in English-medium schools. During a survey of 28 private English-medium

version of the National Primary School Leaving Examination in English-medium schools,

English as LoI in private primary schools in 1992. Although a presidential commission

as LoI, mainly in private primary schools.

1.3 Statement of the Study

students in Tanzania Secondary schools Mtwara Municipality specifically.

1.4.1 General Objective of the Study

students in Tanzania secondary schools.

1.4.2 Specific Objectives of the Study

1.5 Research Questions

1.6 Significances of the Study

students on English speaking policy in secondary schools.

English speaking policy in secondary schools

Mtwara Sisters, Shangani and Umoja Secondary Schools.

1.8 Limitation of the Study

coast to the respondents to collect data for information.

 Not all respondents were able to respond.

1.9 Definition of Key Terms

Speaking refers to the delivery of language through the mouth.

explored. Consider the following conceptual frame work bellow

Figure1: conceptual framework

The failure of English speaking policy to students in Tanzania secondary schools

CAUSE EFFEC SOLUTIO

-Lack of -Incompetence and -Teachers seminars

Source: Research 2015

overviews of the study with regard to some scholars and researchers.

2.2 Theoretical Literature

use of language in multilingual communities. He argues that motivation is the primary

determinant of social language proficiency. He considers the level of motivation to be a reflex of

out that is faced with the traditional demands.

naturalness of the environmental in which learners are exposed.

2.3 Empirical Literature

say attitude contributes to either complicity or easier on learning second language.

be used as a medium of instruction. As a matter of policy, Kiswahili should be a medium of

Sababu za wanafunzi kutofaulu somo la kiingereza ni nyingi, kwanza ni waalimu kushinwdwa